Abstract

Purpose: The goal of this project is to gather relevant
alternative educational concepts, to describe them, and to analyze their usefulness
for the defense training organization. Therefore we investigated which (combinations
of these) concepts, could improve the training process.

Method: In order to identify and to describe possible alternative
educational concepts a literature study is performed. We identified concepts
and described their most essential characteristics. Next, we presented the
most important alternative educational concepts to RNLA training experts.
These concepts are: cases based learning, problem-based learning, competency-based
learning, on-the-job training, and the concept of the learning organization.
The experts judged usefulness of the presented concepts as well as its possibilities
for implementation.

Results: RNLA training experts judged all alternative educational
concepts as useful and applicable. Each alternative educational concept needs
specific requirements to be implemented effectively. Several concepts focus
on requirements related to didactics: the content, and the focus on training
(e.g., problem-based learning). Other concepts focus more on organization:
the context and culture (e.g., learning organization). A third group focuses
on technology: the physical or virtual way where the training is situated
(e.g., e-learning and simulator based learning). Every concept implies a particular
role of the learner and the coach / trainer.

Conclusions: When one starts to implement alternative educational
concepts in practice, clear definitions of the selected alternative educational
concepts should be used. A lack of agreement about definitions could hinder
implementation.
Follow-up activities must focus at defining ideal (combinations of) alternative
educational concepts. These 'new' formulated concepts could lead to training
improvement, supporting reusability and effectiveness, and could support efficiency.